Appendix A: Ethical Clearance
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Appendix B: Directorate Letter of Consent
114
Appendix C: Principal Letter of Consent
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Appendix D: Learners’ Consent Letter
P O Box 1792 Rundu Namibia 11 July 2020
Dear Participant
Re: Participation in research on the integration of Indigenous knowledge in science I, Peter Wilfred Kudumo, a part time student doing Master’s in Science Education at Rhodes University. I am hereby kindly requesting you to be a participant in my study.
The study will focus on mudukuto `blast furnace` as an approach to enable science learners improve their understanding and application of science to their immediate environment. The study will be conducted in three phases. The first phase, a lesson will be presented. The second phase involves an intervention in a form of a blast furnace “mudukuto” to be demonstrated by a community member. In the last phase, a lesson will be developed that integrates the knowledge shared by the community member.
Kindly be informed that your participation in the research is completely voluntary and you can withdraw at any time you wish to do so. The data collected will be used for academic purpose.
I ask for your permission to take videos during the demonstrations. Your views or contributions will be treated with a high degree of confidentiality and anonymity.
If you have any questions about the research, please feel free to contact me at 081 4915445.
I henceforth request you to indicate your choice by ticking (✓) in the box below if you have agreed to my request and cross (×) in the box if you disagree.
Signature _______________________________
116 Your cooperation will be highly appreciated Yours Sincerely
Peter W Kudumo
DECLARATION BY PARTICIPANT
I agree to participate in the research, and I understand that I am free to withdraw at any time.
Name: __________________________________________
Signature: ________________________________________
Contact number: __________________________________
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Appendix E: Letter to the Participant`s Parent [English]
P O Box 1792 Rundu Namibia 11 July 2020
Dear Parent Participant
Re: Participation in research on the integration of Indigenous knowledge in science I, Peter Wilfred Kudumo, a part time student doing Master’s in Science Education at Rhodes University. I am hereby kindly requesting for your permission to allow your child to be a participant in my study.
The purpose of the study is to explore how African Indigenous knowledge can be integrated in the lessons to improve teaching, students understanding and application of science to their immediate environment. The study will involve a demonstration from the community member as knowledgeable person.
Kindly be informed that the participation of your child in the research is completely voluntary and she or he can withdraw at any time he or she wish to do so. The data collected will be used for academic purpose. The views or contributions and identity of the child will be treated with a high degree of confidentiality and anonymity.
If you have any questions about the research, please feel free to contact me at 081 4915445. I henceforth request you to indicate your choice by ticking (✓) in the box below if you have agreed to my request and cross (×) in the box if you disagree.
Signature _______________________________
118 Your co-operation is this regard is highly appreciated.
Yours Sincerely
Peter Wilfred Kudumo
DECLARATION BY PARTICIPANT
I agree for my child to participate in the research, and I understand that he or she is free to withdraw at any time.
Name: __________________________________________
Signature: ________________________________________
Contact number: __________________________________
119 Letter to the Participants` Parents [Rukwangali]
Komureti hamenimo
Siparatjangwa: Elihameseromo momakonakono keturomo maunongo gopampo mosirongwa sounongo
Ame Peter Wilfred Kudumo murongwa gokaruwokwatelimo nina kurugana / lironga masta mosirongo sounongo konkurusure za Rhodes. Ame apa kuna ku mu hundira nelinunupiko mu pulisire murerwa gweni nga kare muhameni momalirongo gange.
Sitambo setulisopo malirongo gangesi yipo tu gwane mauzera omu maunongo gopampo moAfrica na va vhura kuga hamesera moyirongwa yipo yi ka retesepo erunduruko mondongeso, ezuvhoko movarongwa, ntani neturo mosirugana maunongo ogo monkarapamwe zawo. Malirongo simpe nga ga hamesera mo elikido lyokutunda kwa gumwe gomomukunda omu nga vhura kulikida udivi wendi.
Kareni muna sidiva asi ehameseromo lyomurerwa gweni momalirongokonakono ogo ngasikara selizambero yimo hena asi muntu kuvhura kutunda mo nkenye apa. Mauzera pongaiko ngava ga ruganesa kositambo somalirongo. Magano ndi makwatesoko geni nenongonono nga yi gwana ehoramo lyenene.
Mauzera nkenye kuhamena makonakono aga, gwanekereni name kongodi ozo: 081 4915445.
Tani mu hundire mu likide etamburo lyeni po kukoreka ndi mu disure mokafano oko konhi nsene kapi muna yitambura.
Esaino:______________________
120 Epakero mbili lyeni tani lipanda unene.
Gweni
Peter Wilfred Kudumo Etamburo lyomuhameni
Nina tambura ni hamene momakonakono ntani nina zuvhu as kuvhura kutunda mo nkenye apa.
Edina: _________________________________
Esaino: ________________________________
Ngodi zokomawoko: _______________________
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Appendix F: Letter to the Community Member [English]
P O Box 1792 Rundu Namibia 11 July 2020
Dear Sir/Madam
Re: Participation in research on the integration of Indigenous knowledge in science I, Peter Wilfred Kudumo, a part time student at Rhodes University. I am hereby kindly requesting you to be a participant in my study. I am doing a research on Exploring mudukuto
“blast furnace” as an approach to enable grade 9 Physical Science learners to understand the concept of malleability.
The purpose of the study is to explore how African Indigenous knowledge can be integrated in the lessons to improve teaching, students understanding and application of science to their immediate environment. The study will involve a demonstration from the community member of which you are going to present how a blast furnace “mudukuto” works. Being a knowledgeable person about the practice of blast furnace, I trust you on facilitating the demonstration as my belief that within our communities, our cultural practices and cultural artefacts are embedded with science concepts.
Your participation in the research study will be highly appreciated and it is a voluntary exercise that means you can withdraw anytime if you wish to do so. The data collected will be used for academic purpose. I ask for your permission to take videos of the demonstrations so that I can be able to analyse the data later. Your views or contributions and identity will be treated with a high degree of confidentiality and anonymity.
For more information, you may contact my supervisors Prof Kenneth Mlungisi Ngcoza at ([email protected]) and Dr Zukiswa Kuhlane at ([email protected])
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Lastly, I would like you tick (✓) in the box below if you have agreed to my request and cross (×) in the box if you disagree.
Signature _______________________________
Your Sincerely
Peter W Kudumo
DECLARATION BY PARTICIPANT
I agree to participate in the research, and I understand that I am free to withdraw at any time.
Name: __________________________________________
Signature: ________________________________________
Contact number: __________________________________
123
Letter to the Community Members [Rukwangali translation]
Komunekuto / mugolikadi gefumano
Siparatjangwa: Elihameseromo momakonakono keturomo maunongo gopampo mosirongwa sounongo.
Ame Peter Wilfred Kudumo, murongwa gokaruwokwatelimo konkurusure za Rhodes. Ame apa kuna kumuhundira nelinunupiko mu kare muhameni momalirongo gange. Ame kuna kurugana makonakono gange ku hamena “Exploring mudukuduku “blast furnace” as an approach to enable grade 9 Physical Science learners to understand the concept of malleability”.
Sitambo setulisopo malirongo gangesi yipo tu gwane mauzera omu maunongo gopampo moAfrica na va vhura kuga hamesera moyirongwa yipo yi ka retesepo erunduruko mondongeso, ezuvhoko movarongwa, ntani neturo mosirugana maunongo ogo monkarapamwe zawo. Malirongo simpe nga ga hamesera mo elikido lyokutunda kwa gumwe gomomukunda omu nga vhura kulikida omu mudukuduku a gurugana.
Ngokukara gumwe goudivi kuhamena sirugana oso somudukuduku nina kara nehugavaro mweni mokurerupika elikidoturopo olyo ngetamburo ko asi monomukunda detu; yirugana noyiruganeso yopampo; kwayigwanekedesa monondaka domaunongo.
Elihameseromo lyeni momalirongokonakono ngatu ga panda unene ntani esi sirugana selizambero oyo yina kutanta asi muntu kuvhura kutunda mo nkenye apa. Mauzera pongaiko ngava ga ruganesa kositambo somalirongo. Tani hundire epulisiro lyeni ngani ya faneke no videos damalikido yipo ngani vhure ku ka tarurura mauzera ogo knonyima. Magano ndi makwatesoko geni nenongonono nga yi gwana ehoramo lyenene.
Mauzera gomanzi kugwanekera nomunomeni / tareli gwange: Prof Kenneth Mlungisi Ngcoza ko ([email protected]) ndi Dr Zukiswa Kuhlane ko ([email protected]). Hulilira, nina hara mu koreke mokafano oko konhi nsene muna tambura ehundiro lyange ndi mu disure mokafano nsene kapi muna yi tambura.
Esaino: ____________________
124 Gweni
Peter Wilfred Kudumo Etamburo lyomuhameni
Nina tambura ni hamene momakonakono ntani nina zuvhu as kuvhura kutunda mo nkenye apa.
Edina: _________________________________
Esaino: ________________________________
Ngodi zokomawoko: _______________________
125
Appendix G: Focus Group Interview Responses
Explain code: T1-T6
BLUE: LEARNERS’ UNDERSTANDING OF SCIENCE
RED: CHALLENGES OF LEARNING SCIENCE
GREEN: ROLE OF HANDS-ON PRACTICAL ACTIVITIES IN LEARNING SCIENCE YELLOW: PARTICIPANTS` PERSPECTIVES ON HOW SCIENCE SHOULD BE TAUGHT
INDUCTIVE-DEDUCTIVE ANALYSIS/THEMATIC APPROACH
Questions Answers
1. What do you like about science?
L1FGI: Likes investigations, observations, test and studying things within the surroundings. Importance of investigations discovers the truth about a phenomenon being studied.
L2FGI: It relates to real life (knowing the right things about life). It teaches me about modern things that are in the surroundings by doing it.
L3FGI: Topics in science are very easy to learn and understand when related our real-life experiences. In science experiment is used to prove things and it can be done by hands.
L4FGI: New development in science & technology.
Especially, the laws of science and advance of modern science.
L5FGI: Being able to do something that I have learnt by hands.
L6FGI: There’s a lot of calculations that improves the mathematically skills and more good ideas that improves someone’s knowledge.
2. What do you not like about science?
L1FGI: I don’t like it when the syllabus of sciences changes to mathematics, especially mathematics whereby they teach us a lot of calculations in science & it’s tough for me.
L2FGI: Topic in mathematics “lack of practical”.
L3FGI: Some topics are difficult. Not being able to catch up its things easily if I’m not doing its activities/exercising it. Science has a lot of practical experiments while we don’t have enough apparatus. Science has a lot of practical
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experiments while we don`t have enough apparatus. The incorporation of mathematics in a form of calculation makes it tough for some of us who have a poor mathematic background.
L4FGI: Research “doing research. Lack of resources to carry out research.” The incorporation of mathematics, there’s no way you can do science subject, if you are not good in mathematics
L5FGI: Doing an experiment on your own. Science is dangerous when you do not know how work with some experiment. Some experiments might burn you when working with them not properly handled. E.g. electricity does not go hand in hand with water, it might create a shock.
L6FGI: Science has a lot of summaries notes which makes me not to complete reading it. Lots of experiments that are involved in science.
3. What motivates you to learn
science? L1FGI: Summary is short s it becomes easier, clear to understand. I enjoy it is the one that teaches us about the world around us. It opens up “unlocks” the brain because all of its chapters/topics are exciting. Opens my mind, to think divergent when I’m doing science.
L2FGI: The discovery in science makes me to discover something that is important like careers in science/opportunity of employment
L3FGI: Science have short summary notes. Leads to careers in science like being a nurse/doctor as they are my favorite careers to be. Practical activities motivate me to study science as it will assist me to improve my knowledge and understanding of science.
L4FGI: Experiments in the science laboratory. You can do things that you can see or observe with own eyes.
L5FGI: Science allows me to do something that I have learnt by hands, like carrying out an experiment to confirm the result of something.
L6FGI: Some topic which I learn about the danger of electricity and some instrument which are useful to people.
Helps with the skills of measurement when using measuring instruments. Study more about things which is in nature improves my knowledge understand. Science has to do with the use of experiments.
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4. What does not motivate you to learn
science? L1FGI: There’s a lot of mathematics in it that makes it tough sometimes and tiring. Sometimes, science lessons are explained with use of diagrams in the classroom
L2FGI: Peer pressure from friends as some of the things learnt can make someone sad. Teachers should simplify their notes so that it becomes easier to read and understand not long.
L3FGI: Teachers explain too much that sometimes confuse a leaner and makes the topic look difficult.
L4FGI: Carrying out experiment in the laboratory because some learners like tasting since they are some chemicals that cannot be tasted.
L5FGI: Science consist of a lot of calculations and formulas L6FGI: There’s a lack of apparatus that can be used to conduct our experiment. When learners do a practical activity, they understand it a bit clearly.
5. How do you like science to be
taught? Explain why? L1FGI: Be taught in such a way that a learner can understand by engaging in practical activities where necessary. Practical activities simplify leaners understanding as they can see &
relate it with their own eyes. Teachers should visualize science as same learners don’t know how or have not seen the apparatus or touched them.
L2FGI: Relate to daily experience, real situations that incorporate Ubuntu (value one another) solving problems.
L3FGI: Science should be taught physically because science is not about existing knowledge but also discovering new ideas and knowledge. People need to sit together and make up their mind and put their new ideas together in order to finalise the situations with correct answers.
L4FGI: To be taught all experiments in the laboratory
“being practical”. Explain in detail, show some examples/demonstrate how to do it. This helps learners to understand the reality of how it works and almost things learnt in science is happening in the community.
L5FGI: Allows learners to carry out an experiment at the same time as the teacher is teaching. Science to be taught morning time and do the experiment in the afternoon on what was taught in the morning.
L6FGI: Science to be taught using apparatus when doing experiments as some learners never saw the apparatus. In order for us to know how it happened and to confirm what could be the result of the experiment compared to the result in the notebook.
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THEORY
Categories Themes LITERATURE:
CONCEPTUAL/THEORETICAL
FRAMEWORK
L1FGI: Likes investigations, observations, test and studying things within the surroundings. Importance of investigations discovers the truth about a phenomenon being studied.
L2FGI: It relates to real life (knowing the right things about life). It teaches me about modern things that are in the surroundings by doing it.
L5FGI: Science allows me to do something that I have learnt by hands, like carrying out an experiment to confirm the result of something.
L1FGI: Summary is short s it becomes easier, clear to understand. I enjoy it is the one that teaches us about the world around us. It opens up “unlocks” the brain because all of its chapters/topics are exciting. Opens my mind, to think divergent when I’m doing science.
L4FGI: Experiments in the science laboratory. You can do things that you can see or observe with own eyes.
Participants’
understanding of Science
Mukwambo, Ngcoza and Chikunda’s (2014)
Mavuru and Ramnarain (2020) Mhakure and Otulaja (2017) Agunbiade, Ngcoza, Jawahar and Sewry (2017)
Govender (2016)
L3FGI: Some topics are difficult. Not being able to catch up its things easily if I’m not doing its activities/exercising it. Science has a lot of practical experiments while we don’t have enough apparatus. Science has a lot of practical experiments while we don`t have enough apparatus. The incorporation of mathematics in a form of calculation makes it tough for some of us who have a poor mathematic background.
L1FGI: There’s a lot of mathematics in it that makes it tough sometimes and tiring.
Sometimes, science lessons are explained with use of diagrams in the classroom
Challenges of learning science
Asheela, Ngcoza & Sewry, 2021 Olutusin (2007)
Hashondili, 2020
Oruntegbe and Ikpe (2011) Haimene (2018)
Aikenhead (1997) Millar (2004)
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L6FGI: There’s a lack of apparatus that can be used to conduct our experiment. When learners do a practical activity, they understand it a bit clearly.
L5FGI: Science consist of a lot of calculations and formulas
L1FGI: I don’t like it when the syllabus of sciences changes to mathematics, especially mathematics whereby they teach us a lot of calculations in science & it’s tough for me.
L4FGI: Research “doing research. Lack of resources to carry out research.” The incorporation of mathematics, there’s no way you can do science subject, if you are not good in mathematics
L5FGI: Doing an experiment on your own.
Science is dangerous when you do not know how work with some experiment. Some experiments might burn you when working with them not properly handled. E.g.
electricity does not go hand in hand with water, it might create a shock.
Rundgren & Yao (2014)
L2FGI: The discovery in science makes me to discover something that is important like careers in science/opportunity of employment L3FGI: Science have short summary notes.
Leads to careers in science like being a nurse/doctor as they are my favorite careers to be. Practical activities motivate me to study science as it will assist me to improve my knowledge and understanding of science.
L4FGI: Experiments in the science laboratory.
You can do things that you can see or observe with own eyes.
Role of hands- on practical activities in learning science
Sedlacek and Sedova (2017) Asheela, Ngcoza & Sewry, (2021) Lyons (2006)
Heeralal (2014) Uushona (2013)
Gacheri & Ndege (2014)
L6FGI: Science to be taught using apparatus when doing experiments as some learners never saw the apparatus. In order for us to know how it happened and to confirm what could be the result of the experiment compared to the result in the notebook.
L5FGI: Allows learners to carry out an experiment at the same time as the teacher is teaching. Science to be taught morning time and do the experiment in the afternoon on what was taught in the morning.
Participants’
perspectives on how science should be taught
Oruntegbe & Ikpe (2011) Raved &
Assaraf (2011) Agunbiade, Ngcoza, Jawahar and Sewry (2017)
Cook (2006) Gilbert (2008)
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L2FGI: Relate to daily experience, real situations that incorporate Ubuntu (value one another) solving problems.
L1FGI: Be taught in such a way that a learner can understand by engaging in practical activities where necessary. Practical activities simplify leaners understanding as they can see & relate it with their own eyes. Teachers should visualize science as same learners don’t know how or have not seen the apparatus or touched them.
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Appendix H: Reflection by Learners
Questions Answers
1. What did you enjoy or not about in the
presentations? L1: I enjoyed the teaching and the process of hammering the metal (axe). I felt good seeing how the mudukuto was pumping air to put the fire on for the metal to burnt nicely so that they hammer it and cut it nicely. I enjoyed the way the community member explained the whole process of the presentation so that we know, how it works.
L2: I enjoyed the process of showing how axe is prepared. Listening to how axe and hoe is prepared and felt proud by looking at things of our culture.
Putting the metal on fire so that it becomes red and put it in cold water mixture with salt.
L3: I enjoy how mudukuto is used to hammer metals e.g. to make axe & hoe. The process of metal melting completely while the mudukuto is ongoing on.
L4: I enjoyed more about it because I learnt and understand many things from the presentation which is about some concepts that we learn in science.
L5: I was surprised to see how Mudukuto pumps air so that the charcoal becomes red so that the metal in order for it to be light.
L6: I enjoyed asking questions on the certain thing that I was confused about and how we all gathered to observe the process. But I didn’t enjoy it when it came to heat and removing the metal from fire because its hot it can burn you.
2. what have you learnt/not from the community presentations
L1: I learnt how the community member present his knowledge towards the learners. It helps us to get better understanding. We learnt a lot how to make axes from the community member and some concepts of science from the presentations.